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Journal Club: How to Prepare Effectively and Smash Your Presentation

Journal Club. So much more than reading a paper aloud. So many ways to mess it up. Got to present one? Then read our journal club toolkit.

Published September 14, 2022

I have a Master’s Degree in Chemistry and a Ph.D. in Structural Biology. I am interested in how the shape and connectivity of molecules relate to their reactivity and function.

Journal club. It’s so much more than orally dictating a paper to your peers.

It’s an opportunity to get a bunch of intelligent people in one place to share ideas. It’s a means to expand the scientific vocabulary of you and the audience. It’s a way to stimulate inventive research design.

But there are so many ways it can go wrong.

Poorly explained papers dictated blandly to an unengaged audience. Confusing heaps of data shoehorned into long presentations. Everybody stood awkwardly outside a meeting room you thought would be free.

Whether you are unsure what journal club is, are thinking of starting one, or simply want to up your presentation game—you’ve landed on the ultimate journal club guide.

The whats, the whys, and the hows, all in one place.

What Is a Journal Club in Science?

A journal club is a series of meetings in which somebody is elected to present a research paper, its methods, and findings to a group of colleagues.

The broad goal is to stimulate discussion and ideas that the attendees may apply to their own work. Alternatively, someone may choose a paper because it’s particularly impactful or ingenious.

Usually, the presenter alternates per a rota, and attendance may be optional or compulsory.

The presenter is expected to choose, analyze, and present the paper to the attendees with accompanying slides.

The presentation is then followed by a discussion of the paper by the attendees. This is usually in the form of a series of questions and answers directed toward the presenter. Ergo , the presenter is expected to know and understand the paper and subject area to a moderate extent.

Why Have a Journal Club?

I get it. You’re a busy person. There’s a difficult research problem standing between you and your next tenure.

Why bother spending the time and energy participating in a series of meetings that don’t get you closer to achieving your scientific goals?

The answer: journal club does get you closer to achieving your scientific goals!

But it does this in indirect ways that subtly make you a better scientist. For example:

• It probably takes you out of your comfort zone .
• It makes you a better communicator.
• It makes you better at analyzing data.
• It improves your ability to critique research.
• It makes you survey relevant literature.
• It exposes you and your audience to new concepts.
• It exposes your audience to relevant literature.
• It improves the reading habits of you and your audience.
• It gets clever people talking to each other.
• It gives people a break from practical science.

It also provides a platform for people to share ideas based on their collective scientific experience. And every participant has a unique set of skills. So every participant has the potential to provide valuable insight.

This is what a good journal club should illicit.

Think of journal club as reading a book. It’s going to enrich you and add beneficially to the sum of your mental furniture, but you won’t know how until you’ve read it.

Need empirical evidence to convince you? Okay!

In 1988 a group of medical interns was split into two groups. One received journal club teaching and the other received a series of seminars. Approximately 86% of the journal club group reported improved reading habits. This compares to 0% in the group who received seminar-based teaching. [1]

Journal Club Template Structure

So now you know what journal club is, you might wonder, “how is it organized and structured?”

That’s what the rest of this article delves into. If you’re in a rush and need to head back to the lab, here’s a graphical summary (Figure 1).

Nobody likes meetings that flounder around and run over time. And while I have no data to prove it, I reckon people take less away from such meetings. Here’s a basic journal club template that assumes you are the presenter.

Introduce the Paper, Topic, Journal, and Authors

Let your audience know what you will be talking about before diving right in. Remember that repetition (of the important bits) can be a good thing.

Introducing the journal in which the paper is published will give your audience a rough idea of the prestige of the work.

And introducing the authors and their respective institutes gives your audience the option of stowing this information away and following it up with further reading in their own time.

Provide a Reason Why You Chose the Paper

Have the authors managed to circumvent sacrificing animals to achieve a goal that traditionally necessitated animal harm? Have the authors repurposed a method and applied it to a problem it’s not traditionally associated with? Is it simply a monumental feat of work and success?

People are probably more likely to listen and engage with you if they know why, in all politeness, you have chosen to use their time to talk about a given paper.

It also helps them focus on the relevant bits of your presentation and form cogent questions.

Orally Present Key Findings and Methods of the Paper

Simple. Read the paper. Understand it. Make some slides. Present.

Okay, there are a lot of ways you can get this wrong and make a hash of it. We’ll tell you how to avoid these pitfalls later on.

But for now, acknowledge that a journal club meeting starts with a presentation that sets up the main bit of it—the discussion.

Invite Your Audience to Participate in a Discussion

The discussion is the primary and arguably most beneficial component of journal club since it gives the audience a platform to share ideas. Ideas formulated by their previous experience.

And I’ve said already that these contributions are unique and have the potential to be valuable to your work.

That’s why the discussion element is important.

Their questions might concur and elaborate on the contents of the paper and your presentation of it.

Alternatively, they might disagree with the methods and/or conclusions. They might even disagree with your presentation of technical topics.

Try not to be daunted, however, as all of this ultimately adds to your knowledge, and it should all be conducted in a constructive spirit.

Summarize the Meeting and Thank Your Audience for Attending

There’s no particularly enlightening reason as to why to do these things. Summarizing helps people come away from the meeting feeling like it was a positive and rewarding thing to attend.

And thanking people for their time is a simple courtesy.

How Do You Organize It?

Basic steps if you are the organizer.

Okay, we’ve just learned what goes into speaking at the journal club. But presenter or not, the responsibility of organizing it might fall to you.

So, logistically , how do you prepare a journal club? Simply follow these 5 steps:

• Distribute copies of the research article to potential participants.
• Arrange a meeting time and location.
• Organize a speaker.
• Hold the journal club.
• Seek feedback on the quality of the meeting.

Apart from point 5, these are fairly self-explanatory. Regarding point 5, feedback is essential to growing as a scientist and presenter. The easiest way to seek feedback is simply to ask.

Alternatively, you could create a form for all the meetings in the series and ask the audience to complete and return it to you.

Basic Steps If You Are the Speaker

If somebody has done all the logistics for you, great! Don’t get complacent, however.

Why not use the time to elevate your presentation to make your journal club contribution memorable and beneficial?

Don’t worry about the “hows” because we’re going to elaborate on these points, but here are 5 things you can do to ace your presentation:

• Don’t leave it to the last minute.
• Know your audience.
• Keep your presentation slides simple.
• Keep your audience engaged.
• Be open to questions and critiques.

Regarding point 1, giving yourself sufficient time to thoroughly read the article you have chosen to present ensures you are familiar with the material in it. This is essential because you will be asked questions about it. A confident reply is the foundation of an enlightening discussion.

Regarding point 3, we’re going to tell you exactly how to prepare effective slides in its own section later. But if you are in a rush, minimize the use of excessive text. And if you provide background information, stick to diagrams that give an overview of results from previous work. Remember: a picture speaks louder than a thousand words.

Regarding point 4, engagement is critical. So carry out a practice run to make sure you are happy with the flow of your presentation and to give you an idea of your timing. It is important to stick to the time that is allotted for you.

This provides good practice for more formal conference settings where you will be stopped if you run over time. It’s also good manners and shows consideration for the attendees.

And regarding point 5, as the presenter, questions are likely to be directed toward you. So anticipate questions from the outset and prepare for the obvious ones to the best of your ability.

There’s a limit to everyone’s knowledge, but being unable to provide any sort of response will be embarrassing and make you seem unprepared.

Anticipate that people might also disagree with any definitions you make and even with your presentation of other people’s data. Whether or not you agree is a different matter, but present your reasons in a calm and professional manner.

If someone is rude, don’t rise to it and respond calmly and courteously. This shouldn’t happen too often, but we all have “those people” around us.

How Do You Choose a Journal Club Paper?

Consider the quality of the journal.

Just to be clear, I don’t mean the paper itself but the journal it’s published in.

An obscure journal is more likely to contain science that’s either boring, sloppy, wrong, or all three.

And people are giving up their time and hope to be stimulated. So oblige them!

Journal impact factor and rejection rate (the ratio of accepted to rejected articles) can help you decide whether a paper is worth discussing.

Consider the Impact and Scope of the Paper

Similar to the above, but remember, dross gets published in high-impact journals too. Hopefully, you’ve read the paper you want to present. But ask yourself what makes this particular paper stand out from the millions of others to be worth presenting.

Keep It Relevant and Keep It Interesting

When choosing a paper to present, keep your audience in mind. Choose something that is relevant to the particular group you are presenting to. If only you and a few other people understand the topic, it can come off as elitist.

How Do You Break Down and Present the Paper?

Know and provide the background material.

Before you dive into the data, spend a few minutes talking about the context of the paper. What did the authors know before they started this work? How did they formulate their hypothesis? Why did they choose to address it in this way?

You may want to reference an earlier paper from the same group if the paper represents a continuation of it, but keep it brief.

Try to explain how this paper tackles an unanswered question in the field.

Understand the Hypothesis and Methods of the Paper

Make a point of stating the  hypothesis  or  main question  of the paper, so everyone understands the goal of the study and has a foundation for the presentation and discussion.

Everyone needs to start on the same foot and remain on the same page as the meeting progresses.

Turn the Paper into a Progression of Scientific Questions

Present the data as a logical series of questions and answers. A well-written paper will already have done the hard work for you. It will be organized carefully so that each figure answers a specific question, and each new question builds on the answer from the previous figure.

If you’re having trouble grasping the flow of the paper, try writing up a brief outline of the main points. Try putting the experiments and conclusions in your own words, too.

Feel free to leave out parts of the figures that you think are unnecessary, or pull extra data from the supplemental figures if it will help you explain the paper better.

Ask Yourself Questions about the Paper Before You Present

We’ve touched on this already. This is to prepare you for any questions that are likely to be asked of you. When you read the paper, what bits didn’t you understand?

Simplify Unfamiliar and Difficult Concepts

Not everyone will be familiar with the same concepts. For example, most biologists will not have a rigorous definition of entropy committed to memory or know its units. The concept of entropy might crop up in a biophysics paper, however.

Put yourself in the audience’s shoes and anticipate what they might not fully understand given their respective backgrounds.

If you are unsure, ask them if they need a definition or include a short definition in your slides.

Sum Up Important Conclusions

After you’ve finished explaining the nitty-gritty details of the paper, conclude your presentation of the data with a list of significant findings.

Every conclusion will tie in directly to proving the major conclusion of the paper. It should be clear at this point how the data answers the main question.

How Do You Present a Journal Club Powerpoint?

Okay, so we’ve just gone through the steps required to break down a paper to present it effectively at journal club. But this needs to be paired with a PowerPoint presentation, and the two bridged orally by your talk. How do you ace this?

Provide Broad Context to the Research

We are all bogged down by minutia and reagents out of necessity.

Being bogged down is research. But it helps to come up for air. Ultimately, how will the research you are about to discuss benefit the Earth and its inhabitants when said research is translated into actual products?

Science can be for its own sake, but funded science rarely is. Reminding the journal club audience of the widest aims of the nominated field provides a clear starting point for the discussion and shows that you understand the efficacy of the research at its most basic level.

The Golden Rule: A Slide per Minute

Remember during lectures when the lecturer would open PowerPoint, and you would see, with dismay, that their slides went up to 90 or something daft? Then the last 20 get rushed through, but that’s what the exam question ends up being based on.

Don’t be that person!

A 10-15 minute talk should be accompanied by? 10-15 slides! Less is more.

Be Judicious about the Information You Choose to Present

If you are present everything in the paper, people might as well just read it in their own time, and we can call journal club off.

Try to abstract only the key findings. Sometimes technical data is necessary for what you are speaking about because their value affects the efficacy of the data and validity of the conclusions.

Most of the time, however, the exact experimental conditions can be left out and given on request. It’s good practice to put all the technical data that you anticipate being asked for in a few slides at the end of your talk.

Use your judgment.

Keep the Amount of Information per Slide Low for Clarity

Your audience is already listening to you and looking at the slides, so they have a limited capacity for what they can absorb. Overwhelming them with visual queues and talking to them will disengage them.

Have only a few clearly related images that apply directly to what you speaking about at the time. Annotate them with the only key facts from your talk and develop the bigger picture verbally.

This will be hard at first because you must be on the ball and confident with your subject area and speaking to an audience.

And definitely use circles, boxes, and arrows to highlight important parts of figures, and add a flowchart or diagram to explain an unfamiliar method.

Keep It Short Overall

The exact length of your meeting is up to you or the organizer. A 15-minute talk followed by a 30-minute discussion is about the right length, Add in tea and coffee and hellos, and you get to an hour.

We tend to speak at 125-150 words per minute. All these words should not be on your slides, however. So, commit a rough script to memory and rehearse it.

You’ll find that the main points you need to mention start to stand out and fall into place naturally. Plus, your slides will serve as visual queue cards.

How Do You Ask a Question in Journal Club?

A well-organized journal club will have clear expectations of whether or not questions should be asked only during the discussion, or whether interruptions during the presentation are allowed.

And I don’t mean literally how do you soliloquize, but rather how do you get an effective discussion going.

Presenters: Ask Questions to the Audience

We all know how it goes. “Any questions?” Silence.

Scientists, by their very nature, are usually introverted. Any ideas they might want to contribute to a discussion are typically outweighed by the fear of looking silly in front of their peers. Or they think everyone already knows the item they wish to contribute. Or don’t want to be publicly disproven. And so on.

Prepare some questions to ask the audience in advance. As soon as a few people speak, everyone tends to loosen up. Take advantage of this.

Audience: Think About Topics to Praise or Critique

Aside from seeking clarification on any unclear topics, you could ask questions on:

• Does the data support the conclusions?
• Are the conclusions relevant?
• Are the methods valid?
• What are the drawbacks and limitations of the conclusions?
• Are there better methods to test the hypothesis?
• How will the research be translated into real-world benefits?
• Are there obvious follow-up experiments?
• How well is the burden of proof met?
• Is the data physiologically relevant?
• Do you agree with the conclusions?

How to Keep It Fun

Make it interactive.

Quizzes and polls are a great way to do this! And QR codes make it really easy to do on-the-fly. Remember, scientists, are shy. So why not seek their participation in an anonymized form?

You could poll your audience on the quality of the work. You could make a fun quiz based on the material you’ve covered. You could do a live “what happened next?” You could even get your feedback this way. Here’s what to do:

• Create your quiz or poll using Google forms .
• Make a shareable link.
• Paste the link into a free QR code generator .
• Put the QR code in the appropriate bit of your talk.

Use Multimedia

Talking to your audience without anything to break it up is a guaranteed way of sending them all to sleep.

Consider embedding demonstration videos and animations in your talk. Or even just pausing to interject with your own anecdotes will keep everyone concentrated on you.

Keep It Informal

At the end of the day, we’re all scientists. Perhaps at different stages of our careers, but we’ve all had similar-ish trajectories. So there’s no need for haughtiness.

And research institutes are usually aggressively casual in terms of dress code, coffee breaks, and impromptu chats. Asking everyone to don a suit won’t add any value to a journal club.

Your Journal Club Toolkit in Summary

Anyone can read a paper, but the value lies in understanding it and applying it to your own research and thought process.

Remember, journal club is about extracting wisdom from your colleagues in the form of a discussion while disseminating wisdom to them in a digestible format.

Need some inspiration for your journal club? Check out the online repositories hosted by PNAS and NASPAG to get your juices flowing.

We’ve covered a lot of information, from parsing papers to organizational logistics, and effective presentation. So why not bookmark this page so you can come back to it all when it’s your turn to present?

While you’re here, why not ensure you’re always prepared for your next journal club and download bitesize bio’s free journal club checklist ?

And if you present at journal club and realize we’ve left something obvious out. Get in touch and let us know. We’ll add it to the article!

• Linzer M et al . (1988) Impact of a medical journal club on house-staff reading habits, knowledge, and critical appraisal skills . JAMA 260 :2537–41

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Journal Club: How to Build One and Why

By Michelle Sharp, MD; Hunter Young, MD, MHS

Published April 6, 2022

Journal clubs are a longstanding tradition in residency training, dating back to William Osler in 1875. The original goal of the journal club in Osler’s day was to share expensive texts and to review literature as a group. Over time, the goals of journal clubs have evolved to include discussion and review of current literature and development of skills for evaluating medical literature. The ultimate goal of a journal club is to improve patient care by incorporating evidence into practice.

Why are journal clubs important?

In 2004, Alper et al . reported that it would take more than 600 hours per month to stay current with the medical literature. That leaves residents with less than 5 hours a day to eat, sleep, and care for patients if they want to stay current, and it’s simply impossible. Journal clubs offer the opportunity for residents to review the literature and stay current. Furthermore, Lee et al . showed that journal clubs improve residents’ critical appraisal of the literature.

How do you get started?

The first step to starting a journal club is to decide on the initial goal. A good initial goal is to lay the foundation for critical thinking skills using literature that is interesting to residents. An introductory lecture series or primer on study design is a valuable way to start the journal club experience. The goal of the primer is not for each resident to become a statistician, but rather to lay the foundation for understanding basic study designs and the strengths and weaknesses of each design.

The next step is to decide on the time, frequency, and duration of the journal club. This depends on the size of your residency program and leadership support. Our journal club at Johns Hopkins is scheduled monthly during the lunch hour instead of a noon conference lecture. It is essential to pick a time when most residents in your program will be available to attend and a frequency that is sustainable.

How do you get residents to come?

Generally, if you feed them, they will come. In a cross-sectional analysis of journal clubs in U.S. internal medicine residencies, Sidorov found that providing food was associated with long-lasting journal clubs. Factors associated with higher resident attendance were fewer house staff, mandatory attendance, formal teaching, and an independent journal club (separate from faculty journal clubs).

The design or format of your journal club is also a key factor for attendance. Not all residents will have time during each rotation to read the assigned article, but you want to encourage these residents to attend nonetheless. One way to engage all residents is to assign one or two residents to lead each journal club, with the goal of assigning every resident at least one journal club during the year. If possible, pick residents who are on lighter rotations, so they have more time outside of clinical duties to dissect the article. To enhance engagement, allow the assigned residents to pick an article on a topic that they find interesting.

Faculty leadership should collaborate with residents on article selection and dissection and preparation of the presentation. Start each journal club with a 10- to 20-minute presentation by the assigned residents to describe the article (as detailed below) to help residents who did not have time to read the article to participate.

What are the nuts and bolts of a journal club?

To prepare a successful journal club presentation, it helps for the structure of the presentation to mirror the structure of the article as follows:

Background: Start by briefly describing the background of the study, prior literature, and the question the paper was intended to address.

Methods: Review the paper’s methods, emphasizing the study design, analysis, and other key points that address the validity and generalizability of the results (e.g., participant selection, treatment of potential confounders, and other issues that are specific to each study design).

Results: Discuss the results, focusing on the paper’s tables and figures.

Discussion: Restate the research question, summarize the key findings, and focus on factors that can affect the validity of the findings. What are potential biases, confounders, and other issues that affect the validity or generalizability of the findings to clinical practice? The study results should also be discussed in the context of prior literature and current clinical practice. Addressing the questions that remain unanswered and potential next steps can also be useful.

Faculty participation: At our institution, the faculty sponsor meets with the assigned residents to address their questions about the paper and guide the development of the presentation, ensuring that the key points are addressed. Faculty sponsors also attend the journal club to answer questions, emphasize key elements of the paper, and facilitate the open discussion after the resident’s presentation.

How do you measure impact?

One way to evaluate your journal club is to assess the evidence-based practice skills of the residents before and after the implementation of the journal club with a tool such as the Berlin questionnaire — a validated 15-question survey that assesses evidence-based practice skills. You can also conduct a resident satisfaction survey to evaluate the residents’ perception of the implementation of the journal club and areas for improvement. Finally, you can develop a rubric for evaluation of the resident presenters in each journal club session, and allow faculty to provide feedback on critical assessment of the literature and presentation skills.

Journal clubs are a great tradition in medical training and continue to be a valued educational resource. Set your goal. Consider starting with a primer on study design. Engage and empower residents to be part of the journal club. Enlist faculty involvement for guidance and mentorship. Measure the impact.

Prepare For Journal Club

• Find Articles for Journal Club
• How to Evaluate Articles

Presentation Skills

Journal club examples.

• Start Searching Here
• 18 Tips for Killer Presentations - Lifehack General tips for presenting successfully.
• Creating Your 20.109 [Journal Club] Presentation - Atissa Banuazizi, MIT PowerPoint with basic tips for planning and presenting.
• How to Give a Dynamic Scientific Presentation - Elsevier Connect General tips on preparing the presentation, presenting, and PowerPoint slides.
• How to Give a Great Scientific Talk - Nature General tips on how to present or give a talk.
• Presentation Skills - Sheffield Hallam University Library Guide with tips for planning and organizing presentations and coping with nerves.
• Presenting with Poise - University of Saskatchewan PDF guide on presentation skills from the Student Learning Services at the University of Saskatchewan
• Example Journal Club Presentation - MERIT-HF This example PowerPoint presentation slide set is for the article: MERIT-HF Study Group. Effect of metoprolol CR/XL in chronic heart failure (MERIT-HF). Lancet. 1999;353:2001-2007.
• Journal Club Example Handout - MERIT-HF This example handout is for the article: MERIT-HF Study Group. Effect of metoprolol CR/XL in chronic heart failure (MERIT-HF). Lancet. 1999;353:2001-2007.
• Nursing Times Journal Club Example Handout This example handout is for the article: Mannix K, Jones C (2020) Nurses’ experiences of transitioning into advanced practice roles. Nursing Times [online]; 116: 3, 35-38.

Proper citations are an essential component of a good journal club presentation.

• Citing AMA Style 11th ed. Quick guide of rules and examples for citing and references in the AMA 11th Edition.
• APA Style 7th ed. Quick Guide Common Reference Examples Guide for APA 7th edition
• Cite & Write The library's guide to formatting and citation in AMA or APA style as well as writing skills and grammar.
• EndNote Guide EndNote is a powerful tool for managing and using your citations (references), articles, and research. With this tool, you can collect and create citations to insert directly into your Word documents.
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• Why Run a Journal Club?
• Setting Up a Journal Club
• Journal Club Formats
• Presenting at a Journal Club
• Critical Evaluation

Journal clubs offer multiple benefits, including:

• linking research and clinical practice
• assisting in keeping up to date with current research and literature
• developing critical appraisal skills
• encouraging the use of evidence-based medicine
• supporting quality improvement initiatives
• providing continuing medical education or continuing professional development
• encouraging teamwork

In this video, Professor Matthias Rillig explains how journal clubs benefit him and his team.

When setting up a journal club, it is important for your club to think about its purpose, goals, and outcomes as a group beforehand and come to a consensus. 

Points to consider include:

Online vs. in person

• Will you use breakout rooms to separate a large group?
• Do you have the space to conduct an in person event?

Session Times and Length

• On a weekend? Evening? Start of the week?
• Will you allow time for general catch ups or discussion?

Session Format

• What format will the sessions take?
• More information on journal club formats is available on the next tab.
• Clinicians from a particular specialty or location? Will people outside the organisation be allowed to join?
• Will attendance be mandatory or voluntary?

Responsibilities

• Do they have the necessary skills?
• Will rotated leaders have guidance?
• How will this be done? Via email?
• Who will book rooms or send Teams invites?
• By vote? By a particular journal's most recent article?
• Will everyone have access to the article? (Check with the Library).
• Will the article need to be read beforehand?
• Who will be responsible for promotion?
• What tools will you use?
• Will you collect feedback on the sessions or the presenters?
• How will this be collected?

The below journal club meeting checklist created by the Library offers additional guidance on setting up a meeting.

• Journal Club Meeting Checklist

A journal club can take on, or combine, different formats. In the traditional journal club , a trainee or new clinician presents an article to the group, and the group discuss the results and findings. Senior clinicians or supervisors provide comments and feedback based on their clinical experience.

In the evidence-based journal club,  articles are chosen based on clinical questions arising from clinical practice. Discussions include the critical appraisal of methodological aspects of the literature and whether the findings would impact or change clinical practice. 

In a flipped format journal club,  senior clinicians select a relevant clinical topic and a related key article. New clinicians and trainees then select an accompanying background paper and prepare an in-depth discussion prior to the meeting.

The below table from Stroke , outlines the disadvantages and advantages between different journal club formats.

From “ How to Organize a Journal Club for Fellows and Residents ,” by Xiong, L, Giese, A, Pasi, M, Charidimou, A, van Veluw, S & Viswanathan, A, 2018,  Stroke, 49 (9).

The goal of the presentation is not to provide a detailed description of the article. Depending on your journal club format, members of the group may have already read the article. Instead, the presentation should focus on highlighting the main points of the article, brining attention to the methodology, results, clinical applications, and relevancy to your group.

Presentation Slides

If you are using presentation slides, ensure that there isn't too much text in each slide and that it is a readable font size and style. Also ensure that you are not simply reading from the presentation slides.

Depending on your journal club, you may also have the opportunity to present in a creative fashion. Try using Prezi or Canva for eye catching presentation designs. 

Monash Health Library runs a regular webinar on how to use Canva for visual design. See the webinar events calendar for more details.

Remember to rehearse your presentation. This ensures a smooth delivery of your speech, including timing, pacing, and pronunciation. 

If you are presenting online, familarise yourself with the technology or platform the club uses ahead of time. 

• Do you have a microphone and camera? Are they working?
• Do you know how to share your screen?
• Do you know how to set up break out rooms?

The below journal club presenter's checklist created by the Library offers additional guidance for presenters.

• Journal Club Presenter Checklist

The below video from Dr. Farzana Hoque provides some tips and tricks for presenting at a journal club.

Monash Health

The  Monash Health guide  aims to help you to lead a journal club. It will introduce the principles of evidence-based practice and provide a foundation of understanding and skills in appraising the evidence for quality, reliability, accuracy and relevance. The following aspects of the appraisal of evidence will include:

• identifying study objectives
• Recognising study design
• Understanding study characteristics
• Recognising the potential for bias in a study
• Considering the validity of study results
• Understanding study results
• Examining possible conclusions

Critical Appraisal Skills Program (UK)

The Critical Appraisals Skills Programme (CASP) provides training to clinicians in the UK about critically evaluating medical literature. CASP has developed a number of checklists for medical literature, based on study type.

• See their checklists here.

Monash Health Library

Monash Health Library provides regular speciality webinar training on evidence-based practice and how to critically appraise medical literature. This training is an overview of the principles and practical skills you need with exercises using real clinical papers and checklists. This session covers:

• Understanding the critical appraisal process
• An overview of critical appraisal tools and checklists
• Practice applying a checklist to a medical paper.

The following resources provide tips for organising and presenting at journal clubs.

• Journal Clubs 1: Origins
• Journal Clubs 2: Why and how to run them and how to publish them
• What makes evidence-based journal clubs succeed?
• Improving journal club presentations, or, I can present that paper in under 10 minutes
• 5 Tips for Journal Club First-Timers
• Advice for revitalising your journal club ​​​​​​​

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We are committed to creating a safe and welcoming environment that embraces all backgrounds, cultures, sexualities, genders and abilities.

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• Last Updated: Jun 26, 2024 3:38 PM
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Who says science needs to be hard and dry?

When I give presentation in journal club, I always select the kind of papers that tell a "fun" story- I believe we can learn more by discussing "how the author(s) come up with such idea?" question. Over the years, the topics of my selected papers have ranged from how bugs determine the color of laid eggs to whether getting cancer is just bad luck. Many people have told me that they like how the papers I selected arouse interest and discussion from the audience in journal club. Here I'd like to explain how we all can benefit our research by reading and interpreting research papers from a different perspective.

To begin with, we have to understand that the purpose of scientific research is very different from that of scientific publication, and the latter can facilitate but does not achieve the former. Therefore, it is important for a career scientist to be able to distinguish these from each other, get to know the structural elements of both, and identify what can be learned from them for her/his own research.   

First of all, we don’t only study cancer. We study the natural history of life. Ultimately, all biological studies address different perspectives of life. Keeping in mind the quote "Nothing in biology makes sense except in the light of evolution" (Theodosius Dobzhansky, 1973), any paper is relevant.   

Second, in most studies, the authors observe the world through the lens of the contemporary paradigm or prevailing models. Many papers in top-tier journals attempt to find the “last piece” of the puzzle in the established model (and many “elite” authors are very good at this). An idea that does not fit into any of the paradigms will have a hard time getting published. A good example is Carl Woese. He single-handedly redefined the history of life but was mostly ignored until his later years because people of his time did not know where his idea should be placed (if you don’t know who he is, please Google him).

Third, we have to understand how a paper is written. Running a study is like constructing a skyscraper. You dig ground to make a foundation, lift pillars, construct floor by floor. Finally, you reach the top and finish the roof. When the construction is completed, you remove all the scaffolds and auxiliaries, clean up all the garbage, and decorate the environment. Now a brand new, beautiful building stands in front of people. But when someone asks you how such a marvelous building is constructed, you say: "I started constructing it from the roof, followed by the top floor, and floor by floor built down until the first floor touched the ground. This is a perfect plan, isn’t it?” Unfortunately, this is often how a study is presented at publication nowadays. If you follow the authors’ plans, most papers are over-decorated in a similar fashion, making them quite indistinguishable, with everything arranged perfectly and logically, even though the study hadn’t truly evolved in that way, sacrificing many critical elements that may give implications or insights to the field. For example, a discovery made by chance is described as a process following a logical design without mentioning the accident, thus the critical elements involved in the discovering circumstances may be lost forever, resulting in low reproducibility. Alternatively, following a “perfect” plan, a paper may be over-decorated with mechanism studies, and the real drivers of the phenomenon are overlooked.    

The route out of these “conceptual traps”, I believe, comes from a genuine observation or curious question that can catch people by surprise. For example, one of my all-time favorite papers is “Genetic Variations Associated with Red Hair Color and Fear of Dental Pain, Anxiety Regarding Dental Care and Avoidance of Dental Care” - yes, this is the real title. The study was initiated by an urban legend circulating among dentists: redheads have a worse response to anesthesia and terrible tooth conditions. The author - a dentist - wanted to test if it was true. What would you think if you heard such a rumor as a dentist? As you can imagine, this study is not high-profile journal material (it was published in a dental house journal, J. Am. Dental Assoc., 2009, 140:896-905). Because I study pigment cells, the results gave me a “think-out-of-the-box” moment: pigment variation and neural response are intertwined together evolutionarily. 

With these thoughts in mind, I would like to share a few “tips” for selecting a paper and preparing a presentation for journal club:

● Select a paper with a subject that might interest both scientists and non-scientists. A genuine question out of curiosity is always intriguing. Studies in lifestyle and behavior are fun because the audience can connect with them personally.

● In many cases, why the researcher asked the question and how she/he solved it are more valuable - and interesting - than the discovery itself. Even a wrong question can lead to a good observation. 

● Discuss what led the authors to the current study in the historic and/or conceptual (paradigm) perspective. This is necessary, in my opinion. For example, Joan Masague copied the in vivo cycling methodology from Isaiah J. Fidler, who got the idea from Luria-Delbruck distribution in bacterial resistance to phage. From here, we can easily see how studies of bacterial resistance heavily impacted the concept of clonal selection in cancer research. It would be very interesting to discuss the extent/limit of this concept in cancer research. Digging into the history of the research field can bring implications beyond the imagination.  

● Figure out if the question and the hypothesis are the “roof” or the “foundation” of the study. This will also arouse fun discussion.

● Examine whether the “mechanism” is required or decorative for the conclusion. Here is one of my favorite examples. In 1846, Hungarian clinician Ignaz Semmelweis published his findings in Vienna that washing deliverers’ hands with chlorinated lime solutions could effectively reduce maternal mortality in obstetrical clinics. Although the experimental data was solid, the idea was rejected by the most renowned doctors at the time, including Rudolf Virchow. The reason? Semmelweis could not offer an explanation fitting the contemporary scientific concept (i.e., “mechanism”) for his findings. The practice of hand disinfection did not prevail until Pasteur’s germ theory emerged in 1880, 15 years after Semmelweis had died in a mental institute. During this period, more women died unnecessarily because elite doctors demanded mechanisms in a scientific paper.

● Try to discuss how the findings can be applied to other fields. For example, after discovery of immune checkpoints, many immunologists tried to activate them to cure autoimmunity. Imagine this: if you read such a paper in those years, how would you think about its implication in cancer research?         

Actually, all the statements above involve only two factors: zooming out and then zooming in on the question. Believe me, doing this will easily facilitate many fun discussions.

Here are some more practical, step-by-step suggestions for the slides for journal club:

1. Start with a brief background of the field: a historic account to explain “how we got here”, and/or introduction to the current and alternative paradigms. Do these paradigms make sense in terms of biological evolution or life history? 

2. Summarize the model system and focused pathway/process being used and studied that is related to the paper. What is the scope of the model being used, and how relevant is it to the real world?

3. What is the author’s question? Why did she/he ask it? Is the question derived from the current model, or from an unexpected observation?  

4. What are the key claims in the paper? (We put this first so we can hang all the data against their claims. Ironically, the hypothesis in the paper may already give a good clue since it is often added after all the results were generated.)

5. A summary of the study design is helpful, especially for complicated projects.

6. Pick and choose key data that support the central conclusion, summarize everything else.

7. How much could the results answer the question? Alternatively, what is the paradigm-shifting discovery?

8. What is the implication of the results? How can we make use of the information in the paper in our own work? In what ways could the results impact other fields? What are the unanswered questions?

All the questions here can be asked during your presentation to arouse questions or discussion from the audience. 

Case Study: Ising C., et al. NLRP3 inflammasome activation drives tau pathology. Nature (2019).

Conclusion:  1. fibrillar amyloid-beta -> NLRP3 inflammasome -> tau kinase/phosphatase -> tau pathology  2. Neurofibrillary tangles develop downstream of amyloid-beta-induced microglial activation.

Historic context: What is the “driver” of Alzheimer disease (AD) identified by pathological and genetic studies in the history of research?

Evolutionary context: Why is there neurodegeneration disease?  1. Do other animals get neurodegeneration disease? Are the genes involved in AD conserved in other animals? What are the functions of the conserved and divergent genes? 2. “Why would we have in our brains proteins such as α-synuclein or tau that, without substantive modification appears to be able to accumulate and cause some rather distressing diseases?” (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4662249/) 3. What is the common cause of microglia activation? Is neurodegeneration disease the price we pay to prevent parasite infection in brain? 4. Does the conclusion of this study fit in any evolutionary biology explanation? If so, is the explanation supported by any epidemiological data worldwide?

Results: 1. How much in pathology can the identified mechanism explain? 2. Can boundary condition of the model be mapped to human data?

Biomedical relevance: 1. Is there any study in diet and life style related to the conclusion, so a preventive/diagnostic measure can be suggested? 2. Disease of aging and cancer are two extreme ends in the same spectrum. Is the activation of microglia relevant to the occurrence or suppression of brain tumors?

The author would like to thank Dr. Sarah Spaeh for her editorial assistance. 

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This is an excellent article, not only about how to present but where adn what to look for. Most big findings are serendipitous, and boggles our mind. Keeping an open mind, looking for crazy connections everywhere, not just in high tier journals, is a w3onderful suggestion. Thank you

Hi, Sarawati,

I am glad that this article is helpful for you! There are so many interesting and important papers out there, not necessarily in the top-tier journals. For example, Luria-Delbruck distribution was published in the journal Gene in 1943. The work, which won them Nobel Prize, is the foundation of research in the evolution of cells, but the modern impact factor of the journal was like 4.0.

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Recommended content, is ai a hype, circle of connections, career transition in my 50s, in memory of a young postdoc, supernova, wow signal, and reproducibility.

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Journal Club Presentation: Tips and How To Prepare To Present

Preparing for a journal club presentation can be a daunting task, but with the right approach, it can be a rewarding experience.

In this guide, you’ll find essential tips on how to choose the right article, organize your presentation, and engage your audience effectively.

From understanding the methods and results to delivering a compelling discussion, this article will provide you with the tools you need to present confidently and make a meaningful contribution to your journal club.

What Is A Journal Club?

A journal club is a platform where you, along with fellow scientists, clinicians, and students , gather to discuss a chosen paper.

The purpose is to critically analyse and appraise a primary research article. In a typical journal club presentation, you start with the introduction, giving your audience the background information and the hypothesis the article addresses.

This sets the context and ensures everyone understands the scope of the study. You can find journal clubs in:

• universities,
• hospitals, and
• research institutions.

Many professional organizations also host journal clubs, both in-person and online, offering a platform for continuous learning and professional development.

When you prepare for a journal club, choose an article relevant to your subject area and consider your audience. Are they clinicians or basic scientists? This impacts how you present the data and the depth of explanation required. 

How To Present In Journal Clubs?

Presenting in a journal club is an art that combines preparation, organisation, and clear communication. Here’s a step-by-step process to ensure your journal club presentation is engaging and insightful.

Choosing the Article

Start by selecting a primary research article, not a review. A primary article allows you to discuss the methods, results, and discussion sections in depth.

Choose a paper that interests you and is relevant to your subject area. Consult with your supervisor to ensure the chosen paper is suitable for your audience, whether they are clinicians or basic scientists.

For example, a study using mouse model study may work for scientists, but might not be ideal for a clinical audience.

Prepare Your Paper Presentation

Read the paper multiple times to understand its core concepts and findings. As you read, highlight key points and make notes. Explore supplementary materials and related articles to get a comprehensive view of the topic.

This background information is crucial for providing context during your presentation. If the article contains a lot of experimental data, ensure you understand the methods and results thoroughly.

You also want to check your references here, in case your audience wants to know more about where you get your facts and findings.

Organise Your Presentation

A well-structured presentation is critical. Organise your slides into clear sections:

• introduction,
• results, and
• discussion.

Start with the introduction, providing background information and stating the hypothesis. This sets the stage for your audience. Use a summary slide to outline the main points you’ll cover.

Introduction

In the introduction, discuss the study’s aim and why it’s important. Provide a brief overview of the background and previous research. 

This helps your audience and colleagues understand the context and significance of the study. Relate the topic to broader scientific questions or clinical problems. This also serves as a starting point, to ensure their expectation is aligning to what you plan to talk to them about.

Spend the most time on the methods section. Discuss the:

• experimental design,
• study population, and
• data collection techniques. 

Address questions like, “Does the study design answer the research question?” and “Who is the study population?” Highlight any inclusion or exclusion criteria.

Discuss potential biases and how the authors attempted to mitigate them. Understanding the methods is crucial for assessing the validity of the results.

When presenting the results, consider to describe the sample and present the data clearly. Use figures and tables from the article but avoid overcrowding your slides. 

Instead, split complex diagrams and annotate them to highlight key points. Discuss the results from both the figures and the main text, explaining their significance. 

Look at confidence intervals and p-values to assess the statistical significance of the findings.

However, as much as you want to let your audience know how detailed your study is, remember not to share in too much detail, you could confuse, or worse bore them.

Discussion, Summary & Conclusion

In the discussion section, explore how the study’s findings relate to previous research. Do other studies support or contradict these results? Discuss the implications of the findings and what they mean for the field.

 Acknowledge the limitations of the study, such as sample size or methodological constraints. This section is your chance to critically appraise the article and provide a balanced view.

Engaging Your Audience

Keep your audience engaged by making the presentation interactive. Anticipate questions they might have and address them during your talk. Encourage feedback and discussion.

This makes the session more dynamic and informative, where you interact and exchange information and opinion with your audience. 

Tips To Present In Journal Club Presentation

Mastering a journal club presentation involves thorough preparation, clear organization, and engaging delivery.

By choosing a relevant article, understanding its content deeply, and structuring your presentation effectively, you can confidently share your insights and foster valuable discussions.

Remember to anticipate questions and involve your audience to keep the session dynamic. With these tips, you’ll be well-equipped to present compellingly and contribute to the collective learning and professional development of your peers.

For more tips on how to present effectively, check out my video:

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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What is a Journal Club?

A journal club is a dedicated meeting where medical practitioners gather to discuss published articles from peer-reviewed journals. These meetings help fellows and residents keep up with current research findings, exercise their critical thinking skills, and improve their presentation and debating abilities. A journal club is a core element of residency and fellowship training in almost every medical specialty.

History of Journal Club

A journal club is a form of meeting regularly held among health practitioners to discuss recently published literature. The first organized journal club is credited to Sir William Osler, one of the greatest teachers in Medicine, at Montreal, Canada, in 1875, although Sir James Paget described a kind of club among some pupils at St Bartholomew’s Hospital in London to read journals together in the period 1835 to 1854. Approximately a decade later, Osler started the first journal club in the United States at the Johns Hopkins Hospital in 1889 [1]. During the next 100 years and after, it has flourished in various disciplines in the medical field in many countries.

Formats of Journal Club

The format of a journal club has evolved over decades. The most commonly recognized formats include a traditional journal club format and a more recently introduced evidence-based format [2].

Traditional journal club

In the traditional journal club, one trainee presents previously selected articles, and attendees discuss the results and findings. Senior faculty give comments mainly based on their expertise and clinical experience.

Evidence-based journal club

The articles are chosen based on clinical questions arising from clinical practice. Discussions include the critical appraisal of methodological aspects of the study and whether the findings would modify clinical practice.

Recently, an innovative flipped journal club was introduced [3].

Flipped journal club

Flipped format requires senior faculty to select an important clinical topic and a related landmark article, and trainees to select an accompanying background paper and a social medical piece, while also preparing an in-depth discussion in advance.

In recent years, virtual, online, journal club has become increasingly popular.

Online journal club

Large institutions usually decide the topics for discussion and organize the journal club, whereas participants from other centres contribute to the discussion. This format provides great opportunities for practitioners in community hospitals to get updated.

However, each journal club format has its advantages and disadvantages (Table 1). Therefore, the flexible integration of different formats may be considered to fulfil various objectives.

Table 1.  Advantages and disadvantages of different formats of a journal club

Principle Objectives of a Journal Club

•  The primary goal of a journal club is gaining knowledge on the advances in the medical field, together with improving presenting and communication skills for the residents and fellows.
• Practice-based learning and keeping up-to-date with medical knowledge shall become the core element of a journal club.

Choosing pertinent articles

• Articles may be selected based on their clinical relevance or educational value.
• A 5-crucial-steps method to select a paper include screening of (1) title, (2) authors, (3) abstract, (4) figures and tables and (5) references.
• Either one or a few related articles can be selected and presented in the journal club.
• Choosing original articles are suitable for improving critique skills, whereas reviews, including meta-analyses, are also great resources for a quick review of the background information and keeping medical knowledge up-to-date.

Template of a Journal Club

A journal club could be structured through a series of questions.

Background and overview

• Study Citation:  Cite your article here using proper format.
• Purpose/Background:  Give a brief summary about why this study is important. You can also provide a short background on the drug, disease state, or procedure that is being evaluated. In addition, relevant literature on the subject can be discussed.
• Study Objective : The objective, study aim or goal, should be clearly stated in the article and copied directly so as not the meaning does not get changed.
• Historical Context : What other related trials have been done prior to this study? Discuss any other relevant literature on the subject here. Be sure to cite these below in the reference list.
• Retrospective vs. prospective
• Randomization
• Case control vs. RCT vs. meta-analysis
• Superiority vs. non-inferiority
• Multicenter vs. single site
• Describe the interventions performed in the trial.
• What was the dose of the medications used?
• How often were they administered?
• Was there a washout period for study drugs?
• Was there an enrolment period to determine adherence?
• How were study participants randomized (i.e. 1:1, 1:2:1, etc.)?
• How long was the intervention period?
• What was the median follow-up time-frame?
• Was the follow-up period similar between the groups?
• Primary outcome/endpoint
• Secondary outcomes/endpoints
• What statistical tests were used for each set of data?
• Were these tests were appropriate for your discussion?
• Did the study include a sample size calculation?
• You may include tables and/or points to describe and summarize the main results.
• Be sure to include how many patients dropped out of the study and why?
• Be sure to include the results of the primary and secondary endpoints, statistical significance (e.g. p-value, confidence interval, etc.)
• Consider directing the audience/readers to a specific table/figure within the article if available.
• Consider also including number needed to treat (NNT) or number needed to harm (NNH).
• Address noteworthy adverse event rates (if applicable).

Discussion and Conclusions

• Strengths:  List them here. Examples: large sample size, external validity, etc.
• Limitations:  What could be improved about the study design? What weakens the overall impact of the trial? (e.g. internal/external validity, statistical vs. clinical significance, inclusion/exclusion criteria appropriateness).
• Author’s discussion and conclusion Summarize the author’s conclusion from the article.
• Personal discussion and conclusion Present your conclusions. You may reference other articles and how findings from those might play a role in interpreting this study.
• Application to Patient Care How will you use this information in practice (consider your practice site specifically)?

Conclusions

The main purpose, and format of the journal club is focussed on the specific educational goals – to gain knowledge about advances in the medical field, and to improve the skills of presentation and communication. The journal club has been recognized as an efficient tool in graduate medical training.

• Linzer M. The journal club and medical education: over one hundred years of unrecorded history. Postgrad Med J. 1987;63:475-8.
• Mohr NM, Stoltze AJ, Harland KK, et al. An evidence-based medicine curriculum implemented in journal club improves resident performance on the Fresno test. J Emerg Med. 2015; 48:222.e1-9.e1.
• Bounds R, Boone S. The flipped journal club. West J Emerg Med. 2018;19:23-7.
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• FUNDAMENTALS OF STATISTICS
• Diagnostics Images
• A WAKE-UP CALL FROM THE ANAESTHESIOLOGIST, BY DR. VASANTHI VIDYASAGARAN
• A PATIENT’S STORY
• THE FALLACIES OF PERFECTION
• Difficult to Treat Epilepsy: A Management Primer for Non-Neurologists
• Clinical audit: A Simplified Approachs
• Rationalise and Restrict Antibiotic Use by Utilizing A Proactive Justification Form and Comparing with Earlier Antibiotic Usage in The Same Paediatric Unit in A Tertiary Care Centre
• COVID-19 and Fungal Infection – An Opportune Time: A Case Series
• Thymidine phosphorylase (TYMP) gene stop mutation, G38X, in a familial case of mitochondrial neurogastrointestinal encephalomyopathy
• Image Challenge
• PATIENT’S STORY
• ANTHOLOGY OF POEMS
• Hypertension – a renal disease
• A New Cause for Confusion or Concern – A Case Series
• A rare case of acute aortic dissection secondary to a penetrating aortic ulcer in the ascending aorta
• Pacemaker in children – big shoes to fill for small foot
• The Eight Roles of The Medical Teacher – The Purpose and Functions of a Teacher in The Healthcare Professions by Ronald M. Harden & Pat Lilley
• Reducing the stock items – Need to look at the whole picture
• DIAGNOSTIC IMAGES
• Mountain behind a mountain
• The Disappearing Act
• TO CRUSH OR NOT TO CRUSH? DON’T RUSH TO CRUSH!
• Effectiveness of Pre – Clinical Competency Certification Program on Improving Knowledge of Clinical Practice Among Nursing Internship Students
• Medical Statistics in Clinical Research – Mean, Median, Standard Deviation, p-value, Chi Squared test
• Vertebral artery dissection with thrombosis causing neuralgic amyotrophy
• Atypical Electrical Alternans Due to Large Left Pleural Effusion
• Early presentation of a rare disorder
• GUEST EDITORIAL
• Clinical MIS – A Clinical Analyst Review
• Eclampsia and HELLP Syndrome: A Case Report
• Percutaneous Device Closure in A Toddler with PDA and Interrupted IVC
• Pediatric Car Passenger Trauma – A Case Report and A Review of Child Safety Inside a Car
• Use Of Antibody Cocktail, Regn-Cov2, In Two Non-Hodgkin’s Lymphoma (NHL) Patients with Mild Covid-19 Disease, At A Tertiary Care Hospital in South India: A Case Series
• Neurology Update
• Journal scan: A review of ten recent papers of immediate clinical significance, harvested from major international journals
• The Patient Is Always Right
• Humanity’s Most Cherished Fiction
• Mucormycosis in COVID-19: A Clinico-Microbiological Dilemma
• ANAEMIA OR HYDROCELE – WHICH SHOULD BE DEALT WITH FIRST
• OUR EXPERIENCE WITH COVID-19 RELATED MUCORMYCOSIS
• DVT in a child: A case to introspect
• Rainbow within a storm
• Reversal of Dabigatran in patients with intracerebral haemorrhage – a narrative review
• STEREOTACTIC BODY RADIOTHERAPY – VT TREATMENT
• TO BOOST OR NOT TO BOOST? INDIAN PERSPECTIVES – COVID VACCINATION
• Convalescent Plasma Therapy in Covid-19: A Question of Timing
• High Dose methotrexate in Children with Cancer Without Drug Level Monitoring – 133 Cycles Experience
• Prenatal diagnosis in Thalassemia – Prevention is better than cure
• Improving Outcomes in Children with Cancer – Our Experience
• Autologous Stem Cell Transplantation for Myeloma with CKD
• All Megakaryocytic Macrothrombocytopenia Are Not ITP
• Telomeropathies and Our Experience: A Case Series
• Neurology Update – Neurobiology of Sleep
• Journal scan: A review of twelve recent papers of immediate clinical significance, harvested from major international journals
• The Brush Stroke
• A rare case of flood syndrome: a case report of fatal complication of umbilical hernia in liver cirrhosis
• Kauverian eMedical Journal
• COVID-19 and the Change in Perspective: Musings of Two Seasoned Pediatricians
• World Prematurity Day: Reflections of a Neonatologist
• Epilepsy in Kids: Problems Beyond Seizures
• Overcoming Challenges and Performing First Paediatric Allogenic Bone Marrow Transplantation in Trichy
• DX ICD Implanted After Unmasking Brugada – A Case Study
• Kauvery 4th Annual Nursing Conclave N4 – 2021
• Learning from Experience – 13 and 14
• The Consultation Room
• Journal Scan
• Recommended Reading
• Diagnostic Image
• From Sand to Sky
• Transfusion-related acute lung injury
• Equalizing leg length by “lengthening the shorter leg” by surgery: a case report
• VKA induced catastrophic bleeding management with Prothrombin Complex Concentrate (PCC): a practice changer
• Case Report
• Orthopaedics case series
• Morbidity and mortality meetings for improved patient care
• Significance of waist to height ratio as an early predictor in developing metabolic syndrome in children of age group 5-12 years in a tertiary care centre in Trichy: Part IV
• Journal scan: A review of 10 recent papers of immediate clinical significance, harvested from major international journals
• Measuring Association in Case-Control Studies
• DIAGNOSTIC IMAGE
• The Stream of Life
• Let’s prepare for the unexpected guest who always arrives at odd hours: Pre-eclampsia
• Cerebrospinal fluid-cutaneous fistula after neuraxial procedure and management: a case report
• Impella CP assisted recovery of acute COVID 19 fulminant myocarditis presenting as out of hospital cardiac arrest and cardiogenic shock
• Ischemic stroke after Russel’s Viper snake bite, an infrequent event: a case report
• Nutrition needs of preterm babies
• Cervical collar in trauma patients – friend or foe?
• Oxygen conservation strategies
• Chronic periodontitis: a case report
• Erythema multiforme in COVID-19: a case report
• Secondary Synovial Chondromatosis of the knee Joint-a case report
• Statistical Risk Ratio (Relative Risk) Data Analysis
• Splinter Haemorrhage
• Dignity matters
• Where does time fly to?
• DIAGNOSTIC IMAGE 1
• Editorial Board
• ABO incompatible renal transplant in a post COVID patient with COVID antibodies
• Neuromyelitis Optica early presentation of an adult disorder
• The gamut of neurological disorders associated with COVID-19
• Anaesthetic management of patients with Takayasu arteritis
• My Pains and Gains in Becoming A Doctor
• Significance testing of correlation coefficient
• While you were sleeping
• Subliminal Sublimes (Sonnet 1)
• Instructions for Authors
• COVID-19 and mucormycosis: the dual threat
• COVID-19 associated mucormycosis: efforts and challenges
• Saccular abdominal aortic aneurysms: a case series
• Trauma and OCD – A Case of a Boy with Dark Fears
• A Patient’s Perception of Pulmonology
• Just a leaf
• Dilemma of shadows
• One-year journey in Kauvery! Challenges in Neuroanaesthesia and Neurointensive care
• Leadless pacemakers: The future of pacing?
• Clinical Therapeutics: The polymyxins, existing challenges and new opportunities
• Decision to Take Up a Patient in The Presence of Arrhythmias
• Why growing public dissatisfaction about medical profession?
• JOURNAL SCAN
• The cloud over a young life
• The Waiting Room
• Author Instruction
• The French Connection!
• Rare cause of pyrexia of unknown origin: Primary gastrointestinal non-Hodgkin’s lymphoma
• Impact of multi-disciplinary tumour board (MDT) on cancer care
• WPW pathway ablated from uncommon location
• Statistical hypothesis – using the t-test
• Learning from Experience – Chapters 6 and 7
• When the sun sets over a good life
• The Deepening Dent
• Save Farmers, Save Future
• Significance of waist to height ratio as an early predictor in developing metabolic syndrome in children of age group 5-12 years in a tertiary care centre in Trichy: Part I
• Journal Club
• Statistical Non Parametric Mann – Whitney U test
• Learning from Experience – Chapters 8 – 10
• Valiant Velvet Paws
• Repurposing anti-rheumatic drugs in COVID
• A Masquerader Vasculitis as Usual: Time Is Tissue
• A Sinister Swelling: A Case Report 
• Statistical Regression Analysis
• Learning from Experience – 11 and 12
• Stained not torn
• Interventional Nephrology
• Amplified Ears and Listening Brains
• Love makes life worth living
• Usage of Dapagliflozin in Elderly
• Severe Methemoglobinemia Treated Successfully with Oral Ascorbic Acid: A Case Report
• The new imitator
• Learning from Experience – Intra Operative, Chapters 17 and 18
• Journal scan
• Recommended Readings
• Evolution of Emergency Medicine in India and the Emergence of the MEM Program at Trichy
• Welcome to the Dance floor: The Emergency Room
• Life of An Emergency Physician
• A Racing Heart Beat: To Shock or Not
• Being Calm Amidst Chaos: Tips on How to Be an Expert Emergency Nurse
• COVID COVID everywhere, but not a place to run away from!
• Proud to be an Emergency Nurse: Life in the fast lane!!!
• The Journey of a Fresher Nurse in the ED
• Ready, Steady, Go!!! A brief on Green Corridor activation in Organ Transplantation
• An Elevator Story!!!
• Veno-occlusive mesenteric ischemia: A case report
• Stridor: An Alarming Sign in Emergency
• Amnesia in the ER: That Ghajini Moment!!! A Case series
• Survival After Paraquat Ingestion: A Case Series
• When you save one life, you save a family
• Severe Methemoglobinemia, Unresponsive to Methylene Blue
• Severe Meliodosis With Multisystemic Involvement: A Case Report
• A Case Report
• Recognize Rhabdomyolysis early to prevent Acute Kidney Injury and Acute Renal Failure
• New Onset Refractory Status Epilepticus (NORSE)
• Sensitive of EFAST in trauma in correlation with CT scan
• Sub Arachnoid Haemorrhage, management in Emergency and Neuro Intensive care
• Uncommon presentation of Takayasu Arteritis as a convulsive syncope
• All right sided hearts are not Dextrocardia
• COVID and the Salt Story
• Acute Lower Limb Ischemia: A Clue to Underlying Aortic Dissection
• Globe Injury with Orbital Blow Out Fracture
• The heat-stricken life – Treatment in time only saves lives!
• Pneumoperitoneum, does it have any clinical significance?
• Hypertensive Emergency in the ED
• Role of a paramedic in inter-hospital transfer
• Golden Hours in Safer Hands
• Through rough, crowded roads and stagnant waters – we race against time to reach you!
• Nana M, et al. Diagnosis and Management of COVID-19 in Pregnancy. BMJ 2022;377:e069739.
• MICS CABG with LIMA and Left Radial artery, harvested by Endoscopic technique: An ultrashort report
• Ultra-Short Case Report
• An interesting case of Bilateral Carotid aneurysms
• Uterine artery embolization: Saving a mother and her motherhood
• Acute Abdomen – Sepsis – CIRCI: A Success Story
• Learning from Experience – Intra Operative, Chapters 19 and 20
• Cardiothoracic surgery in the COVID era: Revisiting the surgical algorithm
• Corona warrior award
• Case Series
• Takotsubo cardiomyopathy
• Learning from Experience – Chapters 3 and 4
• The Consultation Room – Chapters 41 to 45
• Poem from Staff Nurse
• Male V. Menstruation and COVID-19 vaccination
• Efficacy and doses of Ulinastatin in treatment of Covid-19 a single centre study
• Electronic registries in health care
• A case report
• Anaemia in pneumonia: A case report
• Successful treatment of two cases of rare Movement Disorders
• Analysis of variance Two-Way ANOVA
• Learning from Experience – Chapters 5 and 6
• An obituary, farewell to a very dear friend
• ‘Vitamin D’: One vitamin, many claims!
• Implantation of Leadless Pacemaker in a middle-aged patient: An ultra-short case study
• ABO-incompatible renal transplant at ease
• Basal cell adenoma parotid: A case report
• Learning from Experience – Chapters 7 and 8
• Diagnostic Video
• March – the Month for Minds to dwell on Multiple Myeloma
• Covid Report
• Research Protocol
• New Arrows in our Quiver, to direct against SARS-CoV-2 variants
• Out-of-hospital cardiac arrest
• Last on the list: A diagnosis seldom considered in males
• Giant T wave inversion associated with Stokes: Adams syndrome
• Learning from Experience – Intra Operative, Chapters 9 and 10
• Definitions of probability
• A Thanksgiving to Cardiac Surgeons
• Research Article
• Saving the unsavable
• Letters to the Editor
• Learning from Experience – Intra Operative, Chapters 13 and 14
• SIGARAM – The Club for Children with Diabetes
• The hope for a better tomorrow
• An unusual complication of polytrauma:
• An enigma at the ER
• Dynamic examination of airway
• Conditional Probability
• Learning from Experience – Intra Operative, Chapters 15 and 16
• Junior nurses in Kauvery Hospital on the frontline against the COVID-19 pandemic
• Emergency Medicine, the Emerging Specialty: Leading Light on the entrance to the Health Care Pathway
• Battle of two drugs: Who won? – An unusual presentation
• Return of the native and a resurrected foe: A case of Rhinocerebral Mucormycosis
• Covert invader- atypical presentation of neuronal migration disorder
• Fragile heart: an unusual cause of chest pain
• Goldberger’s ECG sign in Left Ventricular Aneurysm
• Congenital absence of bilateral Internal Carotid Artery: A case report
• The Power of Purple
• Beads of Nature’s Rattle
• Modification of Management Strategies, And Innovations, During SARS Cov2 Pandemic Improved the Quality, Criticality and Outcomes in In-Patients “Rising to the occasion”, the mantra for success in the COVID -19 pandemic
• Time in Range (TIR) In Diabetes: A Concept of Control of Glycemia, Whose Time Has Come
• Kauvery Heart Failure Registry- A Concept
• Shorter Course of Remdesivir In Moderate Covid-19 is as Efficacious as Compared to Standard Regime: An Observational Study
• CASE REPORT
• Lymphoepithelial Carcinoma: A Case Report of a Rare Tumour of The Vocal Cord
• Diabetic Keto Acidosis (DKA), Associated with Failed Thrombolysis with Streptokinase in Acute Myocardial Infarction
• EARNING FROM EXPERIENCE – CHAPTERS 1 AND 2
• Notes to Nocturne
• Caring for nobody’s baby
• Special Report
• The curious case of a migrating needle on the chest wall
• Foreign body: A boon at times
• Cardiorenal Syndrome
• What My Grandmother Knew About Dying
• Endovascular Therapy for Acute Stroke with a Large Ischemic Region. N Engl J Med. 2022
• Letter to the Editor
• Clinical outcomes of Coronary Artery Disease in Octogenarians
• Learning from Experience – Intra Operative, Chapters 11 and 12
• Ultrashort Case Report
• Cochlear Implantation: Expanding candidacy and Cost Effectiveness
• Spontaneous Pneumomediastinum in COVID 19 – Tertiary Care Centre Experience in South India
• Amoxycillin Induced Anaphylactic Shock: A Case Report
• An Unusual Cause of Seizures: A Case Report
• Educational Strategies to Promote Clinical Diagnostic Reasoning
• Rheumatic Rarities
• Types of sampling methods in statistics
• Learning from Experience – Intra Operative, Chapters 21 and 22
• Posterior Reversible Encephalopathy Syndrome (PRES)
• Prophylactic orthopaedic surgery
• Subclavian steal: An interesting imaging scenario
• Spondylo-epi-metaphyseal dysplasia (SEMD)
• The bleeding windpipe
• Learning from Experience – Intra Operative, Chapters 23 and 24
• Physician, Protect thyself
• Foetal Medicine, the Future is here!
• Japanese Encephalitis: A common menace
• Carpometacarpal dislocation with impending compartment syndrome
• Heterotopic pregnancy
• Femoral Trochantric and Proximal Humerus Fracture, from Diagnosis to Rehabilitation
• My Father’s Heart Block
• CRT CSP Cases
• Learning from Experience – Intra Operative, Chapters 25 and 26
• Multiple Sclerosis: An overview
• A flower born to blush unseen
• Radio-frequency ablation as an effective treatment strategy in a case of VT storm post STEMI
• Lymphatic malformation of tongue
• Bilateral anterior shoulder dislocation in epilepsy: A case report and review of literature
• An unusual cause of Stridor
• Monoclonal Antibodies (mAbs) – the magic bullets: A review of therapeutic applications and its future perspectives
• Write the Talk
• Press release and Comments
• Probability Distribution of Bernoulli Trials
• Lambda-cyhalothrin and pyrethrin poisoning: A case report
• Good Enough
• The Monoclonal antibodies (mAbs): the beginning
• Comprehensive trauma course 2022: Trauma Management & Kauvery
• Comprehensive trauma course 2022: Introduction to Comprehensive trauma course
• Learning from Experience – Intra Operative, Chapters 27 and 28
• The Brave New World of Anaesthesia
• Anesthetic considerations in Wilson’s disease for fess: A case report
• The painful story behind modern anaesthesia
• Anesthesia considerations for Ankyslosing Spondylitis
• Total intravenous anaesthesia: An overview
• Risk stratification for cardiac patients coming for non-cardiac surgeries
• The Anaesthesiologist’s role in fluoroscopic guided epidural steroid injections for low back pain
• Awake Craniotomy
• Malpositioned central venous catheter: Step wise approach to avoid, identify and manage
• Benefits outweighing risk: Neuraxial anaesthesia in a patient with Spina Bifida with operated Meningomyelocele
• Pain free CABG: newer horizon of minimally invasive cardiothoracic surgery a walk through anaesthesiologist perspective
• Stellate Ganglion Block: A bridge to cervical sympathectomy in refractory Long QT Syndrome
• Venous Malformation in Upper Airway – Anesthetic Challenges and Management: A Case Report
• USG guided peripheral nerve block in surgery for hernia
• Anaesthesia and morbid obesity: A systematic review
• Patient-Controlled Analgesia
• Parapharyngeal abscess of face and neck: Anesthetic management
• 3D TEE, a boon for the diagnosis of Left Atrial Appendage thrombus!
• Anaesthetic management of difficult airway due to retropharyngeal abscess and cervical spondylosis
• Expect the unexpected – Breach in continuous nerve block catheter
• Lignocaine nasal spray: An easy remedy for Post Dural Puncture Headache
• Potassium permanganate poisoning and airway oedema
• Angioedema following anti-snake venom administration
• Ra Fx ablation of Atrioventricular nodal reciprocating tachycardia
• Pace and Ablate Strategy: Conduction system pacing with AV junction ablation for drug refractory atrial arrhythmia – A novel approach
• Why Cardiac Resynchronization Therapy (CRT) For complete heart block? A case discussion
• Pacemakers and Bradyarrhythmias in Diabetic Mellitus
• Outcomes of Total Knee Arthroplasty in patients aged 70 years and above
• An approach to CBC for practitioners
• Acute cerebral sinus venous thrombosis with different presentations and different outcomes: A case series
• Diet and nutritional care for DDLT: A case study
• Vaccine for Dengue (Dengvaxia CYD-TDV)
• Learning from Experience – Intra Operative, Chapters 31 and 32
• காவிரித்தாய்
• ATLAS OF HAEMATOLOGY AND HEMATOONCOLOGY
• Case reports and Case series:
• Usefulness of NEWS 2 score in monitoring patients with cytokine storm of COVID-19 pneumonia
• Treatment approach for extensively Drug-Resistant Tuberculosis (XDR-TB)
• Modified Lichtenstein mesh repair, for a patient of Coronary Artery Disease, Heart Failure and with Implanted Cardioverter- Defibrillator
• Fever-induced Brugada Syndrome
• Pulmonary Thrombo Embolism: When to Thrombolyse?
• Learning from the failure of Nebacumab
• Learning From Experience Intra Operative Chapters 29 and 30
• Heart transplantation: Life beyond the end of life
• Azithromycin to Prevent Sepsis or Death in Women Planning a Vaginal
• Medial retropharyngeal nodal region sparing radiotherapy versus standard radiotherapy
• Proximie: Patient safety in surgery – the urgent need for reform
• Analysis of femoral neck fracture in octogenarians and its management
• Adult Immunisation in Clinical Practice: A Neglected Life Saver
• “Icing” The Eyes
• Doppler vascular mapping in Arterio Venous Fistula (AVF)
• Cosmesis and cure: Radiotherapy in basal cell carcinoma of the dorsum of nose – A case report
• Pulmonary Hypertension and Portal Hypertension
• Comprehensive review of Drug-Induced Cardiotoxicity
• Statistics – Data Collection – Case Study Method
• Atlas of Haematology and Hematooncology
• PRE-OPERATIVE Chapters 1 and 2 – Learning from Experience
• Chapter 2. Uncertainties in medicine in spite of advances
• No Splendid Child
• A Young Girl Lost in the Storm
• ECMO as a bridge to Transplant: A case report
• Renal anemia – from bench to bedside
• Mission Possible
• New kids on the block – Update on diabetic nephropathy therapy
• Infections – Trade off in Transplants
• To Give Or Not to Give – Primer on Bicarbonate Therapy
• Sialendoscopy: Shifting paradigms in treatment of salivary gland disease
• Gait imbalance in a senior due to Chronic Immune Sensory Polyneuropathy (CISP)
• Statistics – Mcnemar Test
• Atlas Of Haematology And Hematooncology
• PRE-OPERATIVE Chapters 3 and 4 – Learning from Experience
• Changing trends a challenge to the already trained
• PREGNANCY POST-RENAL TRANSPLANT
• BALLOON-OCCLUDED RETROGRADE TRANSVENOUS OBLITERATION
• REVERSE SHOULDER ARTHROPLASTY FOR ROTATOR CUFF ARTHROPATHY
• THE AMBUSH A TEAM APPROACH
• ENDOSCOPIC TRANS-SPHENOID APPROACH FOR PITUITARY ADENOMA EXCISION
• A STUDY ON PRESENTATION AND OUTCOME OF BULL GORE INJURIES IN A GROUP OF TERTIARY CARE HOSPITALS
• A CASE OF INTERNUCLEAR OPHTHALMOPARESIS AS THE FIRST MANIFESTATION OF MULTIPLE SCLEROSIS
• GRANULOMATOSIS WITH POLYANGITIS AND LUNG INVOLVMENT (WEGENER’S DISEASE)
• RITUXIMAB (RITUXAN, MABTHERA) IN THE TREATMENT OF B-CELL NON-HODGKIN’S LYMPHOMA
• STATISTICAL SIGNIFICANCE
• PRE-OPERATIVE CHAPTERS 5 AND 6 – LEARNING FROM EXPERIENCE
• Chapter 4: Diagnostic process often reversed
• Journal scan: A review of 25 recent papers of immediate clinical significance, harvested from major international journals
• ஆரோக்கியம் நம் கையில்
• வெற்றியின் பாதை
• Prevalence of vitamin D deficiency in a multi-speciality hospital orthopaedic outpatient clinic
• Esomeprazole induced Hypoglycemia
• Dynamic external fixator for unstable intra articular fractures of Proximal Interphalangeal Joint (PIP): “Suzuki” frame
• How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide, Springer Nature, 2022
• WINTNCON 2022 – Scientific Program
• Pulmonary Thrombo Embolism: A state of the art review
• Role of Artificial Intelligence in improving EHR/EMR and Medical Coding and billing
• Monoclonal Antibodies: Edrecolomab and Abciximab
• Atlas of haematology and hematooncology
• What doctors must learn: Doctor, look beyond science
• I Whisper Secrets In My Ear
• Mismatched Haploidentical Bone Marrow Transplantation in a 10-year-old boy with relapsed refractory acute lymphoblastic leukemia, at Trichy
• ST-Segment Elevation is not always Myocardial Infarction
• Acyanotic Congenital Heart Disease, repaired, evolves into a Cyanotic Congenital Heart Disease and presents with an atrial tachycardia
• Family medicine – caring for you for the whole of your life. A Lost and Found Art
• The Principles and Practice of Family Medicine
• Complete Heart Block
• Sick Sinus Syndrome (SSS)
• The First Ever National Award Comes to Kauvery Hospital Chennai & Heart City for Safety and Workforce Category in IMC RBNQA Milestone Merits Recognition 2022
• PRE-OPERATIVE CHAPTERS 7 AND 7 – LEARNING FROM EXPERIENCE
• Chapter 5: Super-specialist – boon or bane
• Journal scan: A review of 42 recent papers of immediate clinical significance, harvested from major international journals
• RECOMMENDED READINGS
• நேரம் ஒதுக்கு
• மருத்துவரின் மகத்துவம்
• Surgical Management of Covid-19 Associated Rhino-Orbito-Cerebral-Mucormycosis (Ca-Rocm) – A Single Centre Experience
• Knee Joint Preservation Surgeries
• Guest Editorial Comments
• Ventricular Septal (VSR) closure with ASD device
• Newer Calcium Debulking Angioplasty technique of Orbital Atherectomy
• An hour-long CPR to restart the heart
• VT or SVT with aberrancy?
• Pituitary Neuroendocrine Tumor (PitNET)
• VSD Device Closure
• PDA Device Closure
• Iron Deficiency Anemia, Post MVR
• Torsades de Pointes
• Quality improvement project to Reducing the Malnutrition Rate of ICU patients from 43% to 20%
• Long term use of Amiodarone in Cardiac patients: A Clinical Audit
• Statistical Independent Events and Probability
• PERI-OPERATIVE Chapters 9 and 10 – Learning from Experience
• Journal scan: A review of 40 recent papers of immediate clinical significance, harvested from major international journals
• Kauverian Medical Journal
• First da Vinci Robotic Surgery in Carcinoma Prostate: A Case Report
• Black burden or Taylor the saviour: A case report
• Analysis of differences in Oncology practice between the United Kingdom and India
• A Case of Takayasu Arteritis
• Idiopathic Dilated Pulmonary Artery (IDPA)
• Unusual cause of Dysphagia: A case report
• Tu Youyou: The scientist who discovered artemisinin
• Continuing Nursing Education (CNE) on Risk assessment tools, to assess vulnerable patients at Kauvery Hospital, Tennur
• PRE-OPERATIVE CHAPTERS 11 AND 12 – LEARNING FROM EXPERIENCE
• OLD AND NEW – MAKE THE BEST OF THE TWO
• Journal scan: A review of 30 recent papers of immediate clinical significance, harvested from major international journals
• INSTRUCTION TO AUTHORS
• A pregnant patient with DKA, septic shock and a lactate mystery
• Radical Thymectomy in Myasthenia Gravis through Partial Sternotomy approach: A report on three patients
• In-utero blood transfusion in two etiologically distinct anaemic fetus
• RARE CAUSE OF PULMONARY HYPERTENSION
• Acute Rheumatic fever is still an enigma
• A remarkable journey: Managing LQTS in a 43-year-old female with recurrent syncope and seizure
• An unusual case of Acute Coronary Syndrome
• Reversible cause of severe LV Dysfunction in Left Bundle Branch Block
• A case study on Rhino-Orbital-Cerebro- Mucormycosis
• Snakebite and its management
• Total Elbow arthroplasty in Post Traumatic arthritis
• Wellens Syndrome: An ECG finding not to miss!
• Dr. C.R. Rao Wins Top Statistics Award a look back at his pioneering work
• PRE-OPERATIVE Chapters 13 and 14 – Learning from Experience
• Chapter 7. Doctor-patient relationship
• FROZEN ELEPHANT TRUNK (FET) PROCEDURE IN A 52 YEARS OLD CHRONIC AORTIC DISSECTION PATIENT
• DIAGNOSING AND MANAGING EISENMENGER SYNDROME IN A YOUNG MALE
• STEMI EQUIVALENT BUT STEMI!
• TEMPORARY HEAL CAN POSSIBLY KILL!
• UNDERSTANDING PUBERTY
• THE IMPORTANCE OF STATISTICS IN HEALTHCARE
• JOURNAL SCAN: A REVIEW OF 44 RECENT PAPERS OF IMMEDIATE CLINICAL SIGNIFICANCE, HARVESTED FROM MAJOR INTERNATIONAL JOURNALS
• PRE-OPERATIVE CHAPTERS 15 AND 16 – LEARNING FROM EXPERIENCE
• CHAPTER 8. DOCTOR-DOCTOR RELATIONSHIP
• CLINICAL AUDIT: AN INTRODUCTION
• YOUNG ACS AUDIT
• CLINICAL AUDIT: ANAESTHESIA
• CLINICAL OUTCOME IN ICU PATIENTS
• RATE OF MALIGNANCY IN INDETERMINATE OVARIAN CYST – A PROCESS AUDIT
• PATTERNS OF NEEDLE DISPOSAL AMONG INSULIN USING PATIENTS WITH DIABETES MELLITUS: AN AUDIT
• CONTINUOUS PATIENT MONITORING – LIFE SIGNS
• AGE IS JUST A NUMBER!
• SVT WITH LEFT BUNDLE BRANCH BLOCK FOLLOWING GASTRECTOMY
• COMPLEX AORTIC DISSECTION WITH MULTIFACETED CLINICAL PRESENTATIONS
• POST-OPERATIVE SORE THROAT IN GA: A CONCERN
• NEONATAL HLH: OUR EXPERIENCE
• CLINICAL REVIEW MEET 16TH NOV 2023: CHALLENGES IN SETTING UP A NEW HSCT CENTRE IN A TIER-2 CITY IN INDIA
• CARDIAC BIOMARKERS: CLINICAL UTILITY
• HIRAYAMA DISEASE: A CLINICAL-RADIOLOGICAL REVIEW
• ECG AS A WINDOW OF OPPORTUNITY: FOR HYPERKALEMIA
• EFFECTIVENESS OF ROOD’S APPROACH BASED PAEDIATRIC OCCUPATIONAL THERAPY MANAGEMENT: ON CHILDREN WITH CONGENITAL MUSCULAR TORTICOLLIS
• ELTROMBOPAG, A NOVEL THROMBOPOIETIN (TPO) RECEPTOR AGONIST: AN OVERVIEW
• HENOCH-SCHONLEIN PURPURA
• SUBMANDIBULAR GLAND SIALADENITIS SECONDARY TO SUBMANDIBULAR CALCULUS
• LEAN HOSPITALS
• STATISTICS BLACK-SCHOLES MODEL
• PERI-OPERATIVE CHAPTERS 17 AND 18 – LEARNING FROM EXPERIENCE
• CHAPTER 9. BUILDING BLOCKS OF PATIENT CARE
• JOURNAL SCAN: A REVIEW OF 30 RECENT PAPERS OF IMMEDIATE CLINICAL SIGNIFICANCE, HARVESTED FROM MAJOR INTERNATIONAL JOURNALS
• INSTRUCTIONS TO AUTHORS
• ROTATHON-SERIES OF SUCCESSFUL ROTA CASES LAST 2 MONTHS: AN AUDIT
• OUTCOMES OF AKI AUDIT IN KAUVERY
• ETIOLOGY, CLINICAL CHARACTERISTICS AND OUTCOMES OF PATIENTS WITH ACUTE PANCREATITIS IN KAUVERY CANTONMENT HOSPITAL (KCN), TRICHY
• USE OF BLOOD PRODUCTS AND STEROIDS IN THE MANAGEMENT OF DENGUE AT KAUVERY TRICHY HOSPITALS: A CLINICAL AUDIT
• A CLINICAL AUDIT: ON THE MANAGEMENT OF ECTOPIC PREGNANCY
• DIABETIC KETOACIDOSIS WITH HIGH ANION GAP METABOLIC ACIDOSIS
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Evidence-based Decision Making (EBDM) and Journal Club Guide

• Introduction
• Evidence-based Decision Making (EBDM) Resources
• MEDLINE, PubMed, PubMedCentral, OvidSP, and MedlinePlus
• Guidance on How to Run a Journal Club

Guides and Templates for Leaders of Journal Clubs

• Template from the Cochrane Library on Leading a Journal Club Wonderful template from the Cochrane Library that walks you through all the steps necessary to lead a journal club session.
• Suggestions for Leading a Journal Club Tom Newman originally wrote this article in 2007 to help UCSF "Senior Consulting Residents" in the Pediatric Clinic to lead a successful monthly journal club.

Articles about Running Successful Journal Clubs

Deenadayalan Y, Grimmer-Somers K, Prior M, & Kumar S. (2008).  How to run an effective journal club: a systematic review.   J Eval Clin Pract, 14 (5), 898-911. doi: 10.1111/j.1365-2753.2008.01050.x

Eusuf D, Shelton C. (2022). Establishing and sustaining an effective journal club . BJA Educ , 22(2):40-42. doi: 10.1016/j.bjae.2021.11.001. 

Hartzell JD, Veerappan GR, Posley K, Shumway NM, & Durning SJ. (2009).  Resident run journal club: a model based on the adult learning theory.   Med Teach, 31 (4), e156-161. doi: 10.1080/01421590802516723

Kearley K. (2007).  The 6 steps of evidence-based medicine: action plans and changing clinical practice through journal clubs.   Evid Based Med, 12 (4), 98-100. doi: 10.1136/ebm.12.4.98-a

Parkes J, Hyde C, Deeks J, & Milne R. (2001).  Teaching critical appraisal skills in health care settings.   Cochrane Database Syst Rev (3), CD001270. doi: 10.1002/14651858.cd001270

Schwartz MD, Dowell D, Aperi J, & Kalet A. (2007).  Improving journal club presentations, or, I can present that paper in under 10 minutes.   ACP J Club, 147 (1), A8-9. 

Shrivastava, S. R., & Shrivastava, P. S. (2021). Promoting the Conduct of Medical Education Journal Clubs in Teaching Medical Institutions .  Avicenna J Med ,  11 (3), 156–159. https://doi-org.ezproxy4.library.arizona.edu/10.1055/s-0041-1735126

How to do Critical Appraisal

Critical appraisal: websites.

• Critical Appraisal tools from the Centre for Evidence-Based Medicine Critical appraisal worksheets to help you appraise the reliability, importance and applicability of clinical evidence.
• EBM Worksheets From Dartmouth Worksheets on Asking the Clinical Question, Appraising the Evidence for Therapy, Systematic Reviews, Diagnosis, Prognosis, Harm/Etiology, Qualitative Research, Practice Guidelines, Applying Evidence to the Patient, and Putting it All Together 
• CASP Appraisal Checklists   CASP has appraisal checklists designed for use with Systematic Reviews, Randomised Controlled Trials, Cohort Studies,  Case Control  Studies, Economic Evaluations, Diagnostic Studies, Qualitative studies and Clinical Prediction Rule.
• BMJ Best Practice - Critical Appraisal Checklists

Critical Appraisal: Articles and Books

• Greenhalgh, T. (2014).  How to Read a Paper : The Basics of Evidence Based Medicine . 5th ed. Wiley.
• Horsley T, Hyde C, Santesso N, Parkes J, Milne R, Stewart R. (2011).  Teaching critical appraisal skills in healthcare settings.   Cochrane Database Syst Rev (11), Cd001270. doi: 10.1002/14651858.CD001270.pub2
• Judd S, Antaki F.  Approach to presenting a clinical journal club. (2014).  Gastroenterology . 146(7):1591-3. 
• Kellum, JA., Rieker, JP, Power, M., & Powner, DJ. (2000).  Teaching critical appraisal during critical care fellowship training: a foundation for evidence-based critical care medicine.   Crit Care Med, 28 (8), 3067-3070. doi: 10.1097/00003246-200008000-00065.
•  Mohr NM, Stoltze AJ, Harland KK, Van Heukelom JN, Hogrefe CP, Ahmed A. (2015).  An evidence-based medicine curriculum implemented in journal club improves resident performance on the Fresno test.   J Emerg Med .48(2):222-229.e1. doi: 10.1016/j.jemermed.2014.09.011.
• << Previous: MEDLINE, PubMed, PubMedCentral, OvidSP, and MedlinePlus
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Establishing and sustaining an effective journal club

1 Health Education England North West, Manchester, UK

2 Wythenshawe Hospital, Manchester University NHS Foundation Trust, Manchester, UK

3 Lancaster Medical School, Lancaster, UK

A journal club is a group that meets regularly to review and critique scientific literature. It is thought that Sir William Osler set up the first discussion-based healthcare journal club at McGill University in 1875, after which he encouraged attendees to apply their updated knowledge in practice. 1

There is debate over whether the main goal of a journal club should be for attendees to keep abreast of the literature, or to develop critical appraisal skills. 2 , 3 Both are essential in clinical medicine, and a journal club may incorporate both or vary its aims over time. Goals may also include the acquisition of other transferrable skills such as presentation and debating skills.

Features associated with a successful journal club (i.e. one that is well attended and sustained over time) include a high degree of interest from participants and the ability to acquire critical appraisal skills. Other important considerations are to ensure that selected articles are relevant and interesting, thereby encouraging discussion of complex and controversial issues. 4 In this article, we suggest how to establish and run an effective journal club, both in-person and virtual, and direct readers to critical appraisal tools that may be used to maximise the educational benefits.

There is no ‘gold standard’ for how to conduct a journal club. 5 , 6 , 7 We therefore draw on published evidence in combination our own experience of running journal clubs, particularly the Self-Isolating Virtual Education (SAVEd) Virtual Journal Club. This was established in the North West School of Anaesthesia during the COVID-19 pandemic to allow trainee anaesthetists, including those who were unable to attend the clinical workplace because they were ‘shielding’ or self-isolating, to continue to participate in a journal club. 8

It is useful to define leadership and administrative roles at the outset and distribute responsibilities between colleagues. A typical model comprises a trainee lead supported by a senior colleague who should support the presenters and trainee lead, and who may offer specialist expertise (e.g. in research methods or areas of clinical practice). Tasks include promotion and publicising, scheduling, arranging rooms, selecting and sharing papers, allocating presenters and facilitating discussion.

Schedule the journal club to maximise participation and minimise exclusion. Although specifying a regular day and time integrates the journal club into departmental routine, it can prevent colleagues from attending if they have commitments at fixed times. Likewise, fit the journal club around essential clinical duties, and release participants from clinical work to attend if possible. Relatively short meetings on alternating days appear to be effective, and attendance can be maximised by online scheduling tools.

Register participants' attendance and make the details available for attendees' records. Try to ensure that attendees have shared interests where you can. Multidisciplinary sessions can offer richer and more valuable discussions, and the shared educational experience allows for common understandings that improve relationships and collaborations at the bedside. For example, colleagues from anaesthesia, geriatric medicine, orthopaedic surgery, nursing and physiotherapy could attend a journal club on a paper concerning the timing of hip fracture surgery.

Journal club conduct

Make expectations and responsibilities clear. We have found it effective to assign a ‘presenter’ for each journal club, who should read, critique and prepare a short presentation on a paper, supported by the senior or trainee journal club lead who may offer advice such as suggestions for critique and explanation of research methods. This is followed by a discussion facilitated by the journal club lead. If you expect attendees to read the paper in advance, make them aware of this, and share the manuscript beforehand, where copyright rules permit.

Either the presenter or the journal club lead can select the articles for discussion. Although any paper may have an educational component, we advise the selection of primary research or systematic reviews that have been published recently, are relevant to clinical practice and have clear potential for discussion amongst colleagues, for example relating to study design or clinical implications.

Format the discussion based on the principles of adult learning. These include promoting interest by relating the discussion to immediate work and personal goals, by focusing on patient or situation-based problems, using multiple teaching formats (i.e. individual reading, presentation, discussion), and by facilitating active participation and feedback. 9

A journal club can help individuals to develop their critical appraisal skills. Several critical appraisal tools and reporting guidelines are available as checklists ( Table 1 ). These provide a useful guide; they can be used to structure presentations and also provide prompts for key questions such as ‘will the results help locally?’ Structured appraisal tools can increase attendees' satisfaction and the perceived value of a journal club. 10

Table 1

Free-to-access checklists to guide critical appraisal of the scientific literature.

Ensure that you evaluate the journal club through written and quantitative feedback from attendees. Feedback can focus on both the journal club in general, and individual presentations in particular. The former should be used to optimise the conduct and format of the journal club, and the latter can be used to focus participants' reflections (e.g. on how they will apply their learning in practice), and summarised for use by the presenter, for example in their annual appraisals.

Online journal clubs

Face-to-face journal clubs have a long history. 1 However, online journal clubs have increased as a consequence of the restrictions imposed by the COVID-19 pandemic. This approach permits attendance from work or home (thereby potentially increasing attendance), ensures social distancing and allows recording of the sessions. Recording the sessions allows participation via asynchronous online discussion and access for colleagues who are unable to attend ‘live’. 11 , 12

You can operate an online journal club in a similar fashion to in-person events. However, there are some particular considerations related to the use of information technology (IT):

• • Assign a chairperson and a facilitator, to avoid one person having to manage the IT aspects (screen sharing, recording etc.) at the same time as presenting.
• • Set a time when attendees can access a computer. Evenings may be most suitable, depending on hospital IT infrastructure.
• • Promotion (e.g. via social media) is important to encourage attendance at online journal clubs.
• • Use a videoconferencing system that is easy to use, free for attendees to access and allows the ability to record. Make log-in details clear.
• • Explain videoconferencing etiquette at beginning of each session. For example ensure that attendees mute their microphones during the presentation and keep their cameras on. Effective chairing of the discussion is more important than in the face-to-face setting. 12
• • If recording the session, specify when the recording will start and finish, so that attendees can turn off their cameras, if preferred.
• • Make time after the recording has finished for informal or social discussion.
• • Use an online survey platform for feedback; quick response (QR) code links allow rapid access via mobile phone.
• • Be prepared to change the format in response to feedback from attendees and facilitators. 13

Conclusions

Journal clubs provide the opportunity for attendees to maintain their knowledge of current literature and develop skills in evidence-based medicine. The successful running of a journal club involves a learner-centred approach to organisation, scheduling and delivery, and appropriate paper selection and support in undertaking critical appraisal; checklists are a useful resource for this purpose. Virtual journal clubs offer a flexible approach, but warrant consideration of the specific challenges and benefits of online technologies.

Declaration of interests

The authors declare that they have no conflicts of interest.

Biographies

Danielle Eusuf BSc (hons) MRCP FRCA is a specialty registrar in the North West School of Anaesthesia. She is the founder and joint lead of the Self-isolAting Virtual Education (SAVEd) project, which was set up to continue education for trainee anaesthetists during the COVID-19 pandemic via prerecorded and live virtual tutorials. Together with Dr Shelton, she established the SAVEd virtual journal club.

Cliff Shelton MSc PhD FRCA is a consultant anaesthetist at Wythenshawe Hospital and senior clinical lecturer in anaesthesia at Lancaster Medical School. He completed the NIHR integrated academic training pathway and is interested in supporting academic training in anaesthesia and critical care medicine.

Matrix codes: 1H02, 2H02, 3J02

5 Tips for Journal Club First-Timers

By Lucy Bauer

Monday, March 30, 2015

Research communities often uphold the ideal of scientific collaboration. But what does “collaboration” really mean? The picture that comes to mind can be people sitting, talking, and exchanging ideas that push toward the goal of creating better health. How can this exchange practically happen? One way is through a journal club. Recently, I had the privilege of presenting a journal article to my lab group’s journal club in the PAIN (Pain And Integrative Neuroscience) lab for  Dr. Catherine Bushnell . One goal of our lab is to look at the relationship and differences between itch and pain.

Me explaining part of the spinal neuron pathway in itch

So, what is the purpose of a journal club?

A journal club is a regular gathering of scientists to discuss a scientific paper found in a research journal. One or two members of the club present a summary of the chosen paper that the whole group has read. Then, the discussion begins. Attendees ask clarifying questions, inquire about different aspects of the experimental design, critique the methods, and bring a healthy amount of skepticism (or praise) to the results.

For my first journal club at the NIH, we considered a paper that looks at how itch is mediated in the spinal cord from the skin up to the brain. The authors show that mice lacking a gene for a specific type of spinal neuron constantly scratch specific areas of their bodies corresponding to the missing spinal interneuron. When these mice receive a stem cell implant, a normal reaction to itch is restored. This paper generated much discussion about neuronal development, ethical considerations, and how the results relate to our research within the National Center for Complementary and Integrative Health (NCCIH).

The ideas found and discussed at the journal club can help expand and balance each scientist’s scope of what is happening in the world of research while informing experimental plans and research directions. Here are five things I learned from my experience leading a journal club that can help you prepare to get the most out of your discussions:

1. Know the background material.

Prepare beforehand for your journal club presentation by knowing the research that has preceded and is related to the paper you will be presenting. This will make your discussion more informed and effective. Of course, it is likely impossible to know everything that would relate to your journal club presentation, but even a little bit of background information is helpful.

2. Make your presentation concise.

Every paper has many details about methods, results, discussion, future directions, etc. It is very helpful to give your audience the general flow of the entire paper and research before adding in all the details.

3. Simplify unfamiliar concepts.

Journal clubs often have members of varying backgrounds. Hence, not all concepts will be familiar to everyone in the group. It can be helpful to give a short summary of techniques and results. Detailed explanations can be provided later on, because the primary focus of presenting the paper should be giving an overview of the research.

4. Ask yourself questions about the paper before you present.

As the presenter, you may be the semi-“expert” on the paper, but as you get to know the research, you may discover some questions you have about the methods. Share with the group the questions you came across yourself and any answers you may have found to address them.

5. Ask specific questions to the members of the journal club.

When entering into discussion time, ask the group for their thoughts on specific topics found in the paper to create a starting point for conversation about the paper. Questions can be about methods, results, general ideas, and much more!

Journal clubs are great forums for the exchange of thoughts and ideas. Clubs held at the NIH are just one way through which necessary scientific discussion and collaboration can take place. Be sure to look into journal clubs happening near you!

If you’re at the NIH, the Office of Intramural Training and Education (OITE) hosts  Summer Journal Clubs  that are ideal for trainees just getting their feet wet. And for our colleagues around the world, the NIH National Library of Medicine (NLM) provides an online platform to discuss journal articles in our connected world via the  PubMed Commons Journal Clubs .

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